STEM Session 02: Exploring Science Communication
Learning Objectives
- Identify why the aspects of clarity and factualness are important for science communication.
- Evaluate examples of science communication for clarity and factualness.
- Describe design aspects that make science communication more effective (i.e., evidence-based, engaging, educative, comprehensible)
Background
The National Science Teachers Association (NSTA) states the following science communication:
The goal of this session is to have youth explore examples of science communication, understand the important factors for communicating scientific evidence, and evaluate examples of science communication.
Materials and Resources
Technology: iPads (tablet with a web browser)
Non-technology example: use physical materials like newspapers, magazines, library books, and textbooks to search for examples
Example Infographics for Science Communication:
- Visual.ly: Science Infographics
- Easel.ly: 6 Science Infographics that Simplify Complex Concepts
Optional: bring in additional information about science communication that may be useful during the activities:
- Agent Majeur: Science communication skills: our top 10 tips
- Northeastern: 10 Tips for Effective Science Communication
- Forbes.com: The 3 Essential Rules For Effective Science Communication
- TheWire.in: The Difference Between Good and Bad Science Communication During a Pandemic
Additional Resource:
Opening Activity (~15 minutes)
Tell the youth that today you will be exploring science communication and share the first line of the Wikipedia entry:
Share the following from CK-12 and solicit their reactions related to the statement:
- The last step of most scientific investigations is communicating the results of the research. When scientists share their findings, they add to the body of scientific knowledge. They may also get useful feedback from other scientists.
- Scientists may communicate about their research in several ways, such as presenting posters or papers at scientific conferences and publishing articles in scientific journals.
Ask youth to share examples that they have seen of science communication. Answers can include examples such as textbooks, school activities, television programs, and commercials.
Content and Activities: (~60 minutes)
Using a four-square chart on a display/whiteboard, title the columns with the concepts of clarity and factualness and the rows with meaning and evidence. Starting with the first quadrant, solicit definitions for clarity and then factualness.
| CLARITY | FACTUALNESS | |
| MEANING | definitions for clarity | definitions for factualness |
| EVIDENCE | examples that show clarity | examples that show factualness |
Definitions for clarity should refer in some way to how comprehensible the information is for different audiences.
Definitions for factualness should refer in some way to evidence and data to support scientific claims.
Choose examples of science communication that are considered to be good/effective. Option: Shorthand.com: 12 examples of stunning science communication
Explore the media with the youth, having them comment on clarity and factualness of the information. Have them explain – using evidence – how they know something is clear and factual. Reinforce the importance on the use of evidence for effective science communication. Ask them to consider effectiveness and what that means related to science communication.
Next, youth will search for examples and share them with the group. Before sending youth to search for examples of good science communication, ask them to share potential sources for such images. Infographics can be a good source, as well as online media sites that have Science / STEM sections.
As they share examples, on the four-square chart, list phrases that describe the examples in evidence. Optionally, make a list of bad examples and ‘what not to do’ in science communication if youth share such evidence.
Close by asking youth to summarize what you have discussed about science communication and remind them that they will need to consider these aspects when they begin to present the scientific story of their gardening experience.
Closing Activity: (~15 minutes)
Journal Reflection Question: What do you think is important for creating science communication to share your scientific results with an audience of your peers (aka other middle schoolers)?